Test anxiety is a widespread and detrimental emotion in the classroom. Thus, its measurement is an important issue for researchers. So far, test anxiety and its components (i.e. cognitive, affective, motivational and physiological components) have typically been assessed using self-report measures. However, physiological measures (e.g., heart rate or skin conductance level) have gained increasing attention in educational research as they allow for objective and continuous assessment of students’ physiological arousal (i.e. the physiological component of test anxiety) in real life situations, such as a test. Although, theoretically one would assume convergence between traditional self-report measures of test anxiety (i.e. including the physiological component) and objective physiological measures, empirical evidence is rare and findings are mixed. To yield a more coherent picture of the relationship between these measures, the present systematic review investigates whether higher self-reported test anxiety is associated with objectively measurable higher physiological arousal. Results of a systematic literature review show that, in line with theoretical models, in 17 out of 24 studies there was a significant positive relationship between self-reported test anxiety and physiological arousal. The strengths of the correlations were low to medium (mean correlation: r = .35; range: .21 to .49). Moderating variables of the relation between these two measures will be discussed along with implications for the assessment of physiological data in future classroombased research.